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Analysis of Technology Adoption and Integration Practices in Botswana Secondary Schools
Abstract
Post Covid-19, education experienced some serious changes to continue to sustain the digitalisation momentum ushered in by the pandemic. During the pandemic, Technology became the key driver as a business continuity component for delivering and supporting teaching and learning in many schools in Botswana. Government then came up with projects such as the schools connectivity driven by Smart Botswana to provide an enabling environment for adoption and use of appropriate educational technology services across the entire education system. The problem is that while government has for a long time been on this journey of fostering adoption and use of technology in the education system in Botswana, the rate and level of achievement is still slow. This status begs the question why does the progress realized does not seem to be commensurate with effort expended by government through its various initiatives aimed at creating a conducive environment to facilitate this adoption. The objectives of this research are to explore the status of computerization across the country, to establish readiness of the Botswana ICT infrastructure developments and readiness of the educational environment for adoption and integration of technology in learning and teaching. In addition the paper discusses the achievements and challenges realized in the process of implementing the project. The paper employs a systematic review of existing literature on technology integration in teaching and learning in Botswana. The paper reports on the initiatives, successes and challenges of the secondary schools computerisation project. The paper acknowledges government initiatives including provision of the ICT infrastructure, equipment and training necessary for supporting integration of educational technology in Botswana. It also informs technology integration policies relating to teacher education as well as other teaching and learning practices by providing clear and comprehensive recommendations based on the findings from existing research.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 3839
Country
Botswana
Region
Africa
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)